1. Differentiation Trying to meet all learners’ needs Dr. T.L. Sullivan Junior High February 16, 2009 Jody MacLean

2. What is differentiation? A teacher’s response to a learner’s needs within a classroom – Considers each student’s readiness, interest, and learning profile – Affects content, process, or product Carol Ann Tomlinson, 1999

3. Why do I need to differentiate activities? All students are not the same. All students need moderate challenge.

4. Why do I need to differentiate activities? Teachers are responsible for teaching all students who are placed under their supervision and care. This includes responsibility for safety and well-being, as well as program planning, implementation, and evaluation. This is not a responsibility that can be transferred or delegated to non- teaching staff. (Education Act, sections 26 and 38)

5. Principles of Differentiation Respectful tasks Flexible grouping Ongoing assessment and adjustment

6. What can I differentiate? (Tomlinson 1999, 2003) Content What students learn for Readiness Process Activities to make sense of content Interest Product Students show what they know Learner Profile

7. How do I differentiate? Clearly identify the essential concept that you want every student to learn (outcome) Think of different ways of approaching this essential concept Assign student tasks according to readiness, interest, or learning profile Consolidate the concept with all students

8. Strategies for Differentiation Open tasks Parallel Tasks Centres Tiered Activities Compacting Anchor activities

9. Open task Using Percents 72 is ___ % of ____. Fill in the blanks in different ways. (Marian Small, 2007)

10. Some Possibilities o 100% of 72 o 50% of 144 o 72% of 100 o 200% of 36 o 1% of 7200 o 150% of 48 o 600% of 12 o 0.1% of 72,000

11. Open Task Alike and Different How are these numbers alike and how are they different?

12. Some possibilities o They are both fractions. o They are both less than 1. o Both have odd numerators and even denominators. o They can both be written as eighths. o They can both be written as thousandths.

13. Some more possibilities o One is more than 7/10 and the other is less. o One has a denominator of 8 and the other has a denominator of 4. o One is more than 2/3 and one is less than 2/3. o One can be written as 12ths and the other can’t. (at least not as a simple fraction) o The decimal for one starts with 0.6.., but the decimal for the other starts with 0.7…

14. Where Does It Go? Choose one of these sets of numbers for the ends of the line: 0 and 2015 and 16 -8 and -10 What number describes the position of the dot? Why? Parallel Task

15. Cookie prices Find the price of the larger bag of cookies if you know the price of the smaller one. 15 for ? 6 for $3 6 for $2.5020 for ? OR Parallel Task

16. Do I need to differentiate every lesson? No. “Effective differentiated classrooms include many times in which whole-class, nondifferentiated fare is the order of the day” (Tomlinson) Differentiate only when – You see a student need and – You believe it will help the learner understand important ideas and use important skills as a result

17. Final Thoughts

18. Things mentors can do to help Give you time and support to: Develop yearly, unit or lesson plans Collaborate with colleagues Develop assessments Research topics of special interest Evaluate mathematics software jmmaclean@staff.ednet.ns.ca

19. Some Resources Tomlinson, C. (1999). The Differentiated Learner, Alexandria, VA: ASCD Murray, M. (2007). The Differentiated Math Classroom, Portsmouth, NH: Heinemann Dacey, L., and Lynch, J.B. (2007) Math for All, Differentiating Instruction, Sausalito, CA: Math Solutions Publications Small, M. (2008). Making Math Meaningful to Canadian Students, K-8, Toronto. ON: Nelson Education